Accessibility Policy

OMES is committed to ensuring that classroom experiences are beneficial for all employees. The following guidelines have been developed with guidance from the Oklahoma Department of Rehabilitation Services and are made available to all OMES facilitators.

• Participants should contact OMES SLS for all accommodation needs. They should also feel free to discuss their needs with facilitators prior to the class.
• Requests for large print or additional electronic material should be made 2 weeks prior to the class.
• Interpreters, readers or other assistive personnel should be requested 2 weeks prior to the class.
• Braille materials should be requested 1 month in advance.
• Even if advance notice has not or cannot be given, do not hesitate to contact us. We will still make every effort to fulfill all requests. These guidelines simply ensure that we can provide exactly what is needed.

Classroom facilitators will be briefed on in-person accessibility best practices to ensure that all participants get the most of the time spent in our classroom.

We also have access to an accommodation chair that is rated to 450 lbs that can be placed in any classroom as requested. This request can be made by emailing SLS Training.

The following procedures were developed based on recommendations from the Oklahoma Department of Rehabilitation Services. Content should be developed and timelines set with these requirements in mind.

• All materials should be available to participants at least 2 weeks in advance. This includes all handouts and activity materials which must be provided to participants prior to class. 
• SLS will also provide large-print and braille materials to participants upon request. When requesting braille materials from the Library of the Blind, we request that page numbers in braille match the page numbers in the printed material.  Braille materials may take up to a month to complete.
• All classroom videos or audio must be captioned. Facilitators must turn captioning on before beginning playback. Videos with foreign languages should be dubbed or the facilitator should verbally indicate what’s being said.

• Facilitators should remember that not all people have the same needs or expectations. It’s always best to ask and remain flexible. 
• Do not highlight, single out or embarrass anyone for their accommodation. 
• If interpreters are present in the classroom, provide them with the class materials before the class. Do not walk in front of interpreters and ensure that they have a clear view of the class. 
• People with disabilities are often used to advocating strongly for their needs. Try not to take offense if they are direct and demanding about their needs. 
• Provide a clear sense of space, both in the room and around the building. Explain how many tables there are and how they are set up. Describe where bathrooms, snack machines and other resources are. Do not just point. 

• Speak at a regular rate and face the class at all times. Avoid turning your head to the PowerPoint as some people rely on reading lips. 
• Whenever possible, use microphones, even if you have a loud voice or the room is small. 
• When other participants are speaking, have them use a microphone or repeat what they said for the class. 
• Do not rely on interpreters during videos or visual events. Use captioning, dubbing or describe for the individual what’s happening. 

• Ensure the room allows for walkers, scooters or wheelchairs around all tables. Allow participant to choose his or her seat. 
• Be considerate during activities that require certain types of mobility. Find creative, but fair and equal ways for the person to participate. Avoid singling them out in front of the class. 

• Ensure that materials are in the person’s preferred format. If they did not request ahead of time, please contact SLSTraining at your first opportunity. We will do what we can to get materials to them that day. 
• If there is a visual element on screen, such as a chart or graph, describe what it demonstrates. 
• If the class reacts to something visual, describe what they are seeing. Ex. If you ask for a show of hands, describe how many hands were raised. 
• When working in groups, assign someone to read the assignment aloud for the group. 
• Privately ask the participant if they prefer having a reader to assist with group assignments or using a text-to-speech device. 

This is not an exhaustive list of accommodation needs. Always remain flexible and open when participants make requests or ask for help. If you are unsure of what to do, feel free to contact OMES SLS at any time and we will help you. 

Participants are encouraged via OMES website and LEARN to contact SLSTraining to request an accommodation. Some accommodations such as interpreters or translators may require 2-3 weeks of preparation prior to the class date. 

Classroom facilitators will be briefed on in-person accessibility best practices to ensure that all participants get the most of the time spent in our classroom. 

OMES Training will follow the WCAG Guidelines for Accessibility Standards. All content that is placed in an online format must meet WCAG Intermediate Level (AA) accessibility and we will strive to achieve Advanced Standards (AAA) whenever possible. 

Platforms used:

• Adobe Connect—VPAT.
  
• Microsoft Teams—VPAT.
• Oracle Taleo Learn—VPAT (note: VPAT for current version is not available).
• Mentimeter—Accessibility statement and VPAT.

NOTE: SLS is continuously innovating with new ways to bring learning into the virtual space. Some classes may utilize new technology such as Mentimeter or breakout rooms that may or may not be fully accessible at this time. Please contact SLS to share your experiences so we can continue to learn and improve these services. We are committed to making every learning experience fully accessible.  

Our team of instructional designers follows a rigorous review process that includes monitoring for 508 accessibility standards. Every course that is created has a Course Design Accessibility Review document that logs every element of a course that does not meet accessibility standards. These inaccessible items must contain either a plan for improvement or a justification and equal alternative option. 

Accessibility exceptions should be rare and necessary. They must meet a high standard for contributing to the learning environment. Alternatives must not create unnecessary or unfair hardship or additional work on participants in need of accommodations.